Hodnocení klimatu tříd s rozšířenou výukou tělesné výchovy prostřednictvím psychodiagnostických nástrojů a jejich implikace pro hudební výchovu
Assessment of Classroom Climate in Classes with Extended Physical Education Through Psychodiagnostic Instruments and Their Implications for Music Education

Summary/Abstract: This study provides a systematic analysis of classroom climate in primary school classes with extended physical education in the Czech Republic using validated psychodiagnostic instruments. The primary aim is to examine how the psychological and social characteristics of pupils in these classes correspond to the specific demands of music education, with particular emphasis on behavioural regulation, cooperation, and group dynamics in physically active learning environments. A mixed-method pedagogical-psychological research design was employed, incorporating the “d2 Attention Test”, the “In Our Class” questionnaire, and the “SOCIOKLIMA” questionnaire. Empirical data were collected from lower secondary school pupils through expert evaluation and questionnaire-based methods. The findings indicate that sport-oriented classes are characterised by a higher work rate, increased error frequency, pronounced group dynamics, and ambivalent patterns of social integration. Elevated levels of impulsivity were also identified, which may negatively affect sustained attention during cognitively demanding musical activities. Furthermore, the formation of exclusive peer subgroups contributes to fragmented social structures and reduced overall class cohesion. The study highlights the potential of music education as an effective pedagogical tool for shaping classroom climate, particularly in the domains of self-regulation, social cohesion, and emotional development. Based on these findings, specific didactic strategies for adapting music education in sport-oriented classes are proposed.

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